Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6598
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dc.contributor.authorHickey, Daniel
dc.contributor.authorQuick, Joshua
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:45Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:45Z-
dc.date.issued2020-06
dc.identifier.citationHickey, D. & Quick, J. (2020). A Modest Feature for Repositioning Minoritized Online Students to Support Disciplinary Engagement and Achievement. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2435-2436). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2435
dc.identifier.urihttps://repository.isls.org//handle/1/6598-
dc.description.abstractA feature was added to an existing online graduate education course to support the engagement and learning of students who find themselves minoritized by the composition of classes and/or the disciplinary knowledge in those classes. This feature was a reflection on cultural engagement. It led to a dramatic increase in students’ use of sociopolitical controversies to frame their engagement. This allowed the instructor to reposition minoritized students and helped majoritized students recognize their potential implicit bias.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleA Modest Feature for Repositioning Minoritized Online Students to Support Disciplinary Engagement and Achievementen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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